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Lesson 4-1
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Lesson: Writers can fix their writing to make it better
==> Have you ever found something that needed fixing?
==> Determining the problem (if you have something that is broken it would help create a visual). Let's look at this
chair. What do you think of it? I think it's pretty cute, but it has a little problem. When I looked it over I discovered
that one of its legs is broken.
==> The story we read today is going to help us understand how we can become better writers by using the fix-it process.
==> After reading the book discuss what needed fixed, and why, who and how it was fixed.
==> I always reread my piece when I am done writing. Often when I reread I find little problems that need fixing.
==> Fixing a piece can make it better.
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Lesson 4-2
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Lesson: We can make our writing better by noticing little things
==> Noticing little things can make our writing better.
==> In this story, Duck did not notice the little thing that was causing a problem.
==> What are some little things a writer might notice when they reread their piece carefully? (A missing word, a capital
letter, a missing punctuation)
==> Today when you read, remember that you can fix up your writing by paying attention to the little things.
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Lesson 4-3
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Lesson: Sometimes things don't make sense
Sometimes our brains work really fast and our words don't make sense. We can fix it.
Play
a short clip of the chipmunks talking. Explain to the children that our brains work very fast, much faster than our
pencil.
Last night I had an idea for a story and I grabbed my pencil and started writing. I
wrote as fast as I could because I had so many good ideas. When I was done I went back to reread it and discovered something
interesting. I'm going to show you my piece and I want you to help me figure out what is wrong (have a piece where you
have omitted words, etc.).
See if the kids can help explain why you had missing words. Then
discuss how a writer goes back to reread so that they can fix up any "brain speed" errors.
Remind
the kids that brain speed error happens to ALL great writers just because their brains are so active. The good thing
is that all great writers can easily fix up brain speed errors by rereading.
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Lesson 4-4
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Lesson: Writers can use tools to help them edit
==> Plumbers use tools to fix things. Hair dressers use tools. Carpenters use tools... Writers can use tools to fix
things too.
==> What are some tools that you think writers might be able to use to help them fix their writing and make it better?
==> Word walls, mini-offices, spelling chart, books, abc chart, phonogram cards, etc. are all tools that writers can
use to help them fix their writing.
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Lesson 4-5
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Lesson: We can fix the signs in our writing (punctuation)
==> Writers use punctuation when they write. Punctuation is a lot like signs. When people drive they watch the signs
to help them drive. When people read they watch the signs or the punctuation at the end of each sentence to help them read.
==> If someone is driving down the road and the stop sign is missing, what might happen?
==> Writers need to make sure they have the right signs in the right places. Writers can fix up their writing by checking
the signs.
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Lesson 4-6
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Lesson: Using an editing check list
==> Here is a check list that I made this weekend. It is a list of all the things I needed to do on Saturday. As I
finished each item I checked it off. The check list was like a reminder to do the important things I knew I needed to get
done.
==> Writers can use a check list too. It can help remind them to do the important things that writers need to do.
==> How many of you have noticed the edit check list at the bottom of the paper we use?
==> Today I am going to show you how to use the edit check list.
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Lesson 4-7
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Lesson: Peer editing: Friends can help us edit
==> Published authors always have an editor. An editor is someone who reads their story and helps them make it better.
==> Sometimes when I write I might not notice a mistake I made. It helps to have someone else check my writing too.
==> Sometimes an editor helps us clarify our writing so that the reader can better understand it.
==> Today I am going to teach you how to do a peer edit.
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Lesson 4-8
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Lesson: Writers should edit their own pieces before asking for a peer edit
==> I want to tell you a little story about my family today. My children have a little problem with finding things.
I often hear "Mom, have you seen my shoes?" or something similar.
==> What I've discovered is that sometimes they haven't even looked for their own shoes yet before they ask. They
get a little lazy and want someone else to do the hard work.
==> It's important to invest yourself in your piece before asking for help.
==> The editing process should be self edit first and then peer edit.
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Lesson 4-9
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Lesson: Writers think of ways to put words together to fix it
Show kids a piece of writing where
all the sentences start the same way: I like my mom. I like my dad. I like my grandma. or I
went to the beach. Then I played in the water. Then I made a sand castle. Then I ate lunch. Then I went
home.
Discuss the previous pieces. Explain that writers want to keep the readers attention
so they look for interesting ways to put words together to paint a picture in the reader's mind.
Rewrite
the previous pieces with the children's help. Explore a variety of ways to put words together. Look at the way
that Max put words together in the story.
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Lesson 4-10
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Lesson: Writers look for just the right word to fix it
Some words are more interesting than
others. I could say "The boy said that he was scared." The word said is a bit over used. It gets boring
if you use it a lot. What other words could we put there instead of said? (whispered, shouted, cried, exclaimed,
stammered, hollered).
When we are fixing up our pieces we want to look for a just right word to paint
a powerful picture in our reader's mind. For example, I could write "The girl was pretty." Or I could look
for a different word to mean the same thing as pretty. I could change it to The little girl was as beautiful as a swan
in the moonlight." or "The girl was stunning." (or dazzling or gorgeous)
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Lesson 4-11
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Lesson: Writers add describing words to make it better
Bring in a cookie without chocolate chips
and one with chips. Explore the differences between the two cookies. Chips can make a cookie better. Sprinkles
can make ice cream better... words can make writing better.
Writers want to make their writing
more engaging so they use describing words.
Write "I saw a dog." on chart paper. Discuss
the sentence. Next add a describing words to the sentence, "I saw a big dog." Ask the kids to help you add some
more describing words to make the sentence better. By the end of the lesson, try to have a sentence that
reads something like this: "I saw a big black dog with enormous sharp teeth standing at my door."
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Lesson 4-12
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Lesson: Writers take time to make their writing better
==> Editing is serious work. Authors want their books to be just perfect for the reader. This takes time.
==> I want to show you a video today where the authors share the process they went through in creating one of their
books.
==> After reading the book and watching the video, discuss what the children learned about editing.
==> The final product is a work of art, a treasure, something that makes you smile.
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Lesson 4-13
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Lesson: Choosing a piece for revision
Writers don't publish every piece they write. They
think about the ones that are the best, the ones they are most pleased with, the ones that they are passionate about or the
ones that need the most help. They choose a piece and give that piece a little more time.
It
reminds me a little of getting ready for a wedding. We don't dress up fancy every day, but when there's a wedding we
take extra time to make our selves really fancy, especially if we are in the wedding. The bride has her hair curled
and her nails painted, and maybe even her toe nails painted. She puts on make up and works hard to make sure she is
the most beautiful that she can be.
Choosing a piece to revise and publish is a big task.
It's important to choose one that you poured your heart into.
Today we are going to
look through our writing folders and choose a piece that we want to really fix up. We are going to work really hard
to make it fancy.
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Lesson 4-14
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Lesson: creating the final product
Show the kids two gifts, one wrapped in beautiful paper with
ribbons and tags and one wrapped in brown packing paper. Which present would you like to get? Discuss
why.
Now tell the kids that both packages have the same thing inside. The difference is the
packaging.
When we get ready to make our final writing product we want to make sure that it
is done up beautifully. Show a writing piece that is messy, has cross outs, scribbly drawings. Show
the exact same piece written neatly, with nice drawings, a cover, etc.
Have children help you compare
the two pieces. Notice that the story is the same, but the final product is not. The first one was not "packaged"
pretty. Which one would a reader want to read?
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